Assessment of student satisfaction with distance and blended learning

The teaching and learning environment is accepting a number of innovations and most of them involve the use of technology through blended learning. This innovative approach has been embraced quickly as it goes through the process. The introduction of blended learning is part of the innovation, but its implementation in the developing countries is challenging for it to be used as an effective means in teaching and learning [1]. Numerous applications facilitate elevating the ability in variations of distance communication. New opportunities are created by information and communication technology (ICT) for education, particularly in higher education. The progressions in methods, techniques, and knowledge related to ICT enable substantial modifications in the educational practice [2]. The progression of ICT has undertaken e-learning as an important aspect of modern education. Learning can emerge anytime and anywhere, even if there is a geographical separation between teacher and students or peer students1. Considering today’s educational sector, ICT is considered as one of the most important factors for societies to prosper and progress. In addition to this, Yavuzalp et al. state that distance learning can help students attain their targets in a designated time and place while easily managing the cost, time duration, and space [3]. In today’s globalized world, we cannot overlook the importance of information and communication technology.

According to Watts, in distance learning programs, students and instructors take up synchronous sessions to learn about the course they opted for through the internet whenever they want to be connected [8]. The communication between the instructor and the participants take place either through email or another online platform. Everything has its advantages and disadvantages; similarly, distance learning also comes with both. The advantages of taking courses through distance learning are that the learning is self-paced, flexibility in terms of time and space is available, helps to save commuting time, and is cost-effective. Coming to the disadvantages are it leads to isolation, there is a continuous struggle to stay motivated, physical or face-to-face interaction is not there, immediate feedback is not possible and reliable internet connection accreditation [9]. With so many advancements in technology and educating the students, it has become necessary to integrate information technology and communication with the courses. In consideration, blended learning is a learning atmosphere that combines several delivery modes to offer an active learning experience for the students. In short, it is a blend of face-to-face and online instructions and activities to attain certain goals and objectives of any particular program [10].

According to Lindsay, blended courses encourage technological advancements for the students, improve self-regulated learning methods, and provide social engagement and peer interaction [11]. In this way, students are more involved in learning as they take ownership of it once they have the freedom in the online space, engagement and time with the learning outcomes. All of this can lead to the satisfaction of the learning experience, which will help to determine whether the students will again opt for the same course or not. When an online learning environment and a classroom environment are combined, the benefits of both modes of training are likely to be maximized. However, instructional designers and remote educators must provide more flexible delivery options and more flexibility to students and carefully construct distance courses to provide relevant changes to students [12].

What is satisfaction? It can be defined as participants being satisfied when their expectations are met. For administrators, students’ satisfaction is important as it shows them that their courses are functional and liked. It also shows that the students enjoy the learning experience in that course they have opted for [13]. According to Finn and Bucceri, blended learning is a different form of distance learning that amalgamates distance education benefits with the operative aspects of face-to-face education3. Heterick and Twigg described the aim of blended learning approaches to find a pleasant balance between online access to information and traditional learning approach like face-to-face interac-tion4. Furthermore, the above studies found evidence that blended learning is more likely to be effective and efficient than traditional classroom teaching.

According to Staker and Horn, “A formal education programme in which a student learns in part online with some aspect of student control regarding time, place, path, and/or pace, and in part at a supervised brick-and-mortar facility away from home”5. The literature provides evidence that distance and blended learning can support students to continue their learning in a different setup. To be more precise, distance learning is a systematic platform where the instructor and student participate in a distant educational setup in various ways. In the academic arena, the role of ICT has achieved significant importance in undertaking the current COVID-19 pandemic affecting all institutions globally for closing down and; therefore, offering hope to multiple challenges at all levels and phases of education, particularly for students [14]. The thriving, innovative technologies have taken a headway to provide a functional solution for educators and policymakers to integrate ICT throughout the quarantine days to cover the course work [13]. Such development makes distance education potential and stimulating for individuals to engage in learning, specifically adults. Recently, expansions occurred in internet-based technologies as they have facilitated the e-learning model to be a substantial aspect of distance education [15]. Using the internet, distance education can offer colleges and universities a flexible and low-cost option to expand into global markets [16]. Higher education institutions present numerous opportunities for taking online courses and completing online degree programs. This fulfills the enduring expansion in online learning enrollments [17].

There is a need for research to identify factors that play an essential role in student learning and satisfaction as the number of enrollments in higher education increases, specifically in online courses. Student satisfaction emphasizes the perceived learning experience of learners [18]. It is assumed as one of the core aspects of learning effectiveness, scale, access, and faculty satisfaction for assessing the quality of online learning determined by the online learning consortium [19]. These aspects can be integrated to evaluate and develop online programs and courses in various educational institutions [20]. The significance of student satisfaction with online learning is well-ascertained in research and revealed to be highly associated with dropout rates, commitment, motivation for completing a degree online, and success rates.

The literature stressed a need for distance and blended learning to inform teaching and learning advances. That learner attitudes and perceptions are important in the quality and development of distance education [21]. Attaining feedback from students regarding the design and integration of the learning environment offered is an important aspect of identifying what has worked and where enhancements could be made prospectively [22]. However, research on distance and blended education is comparatively narrow and confined, specifically on concerns associated with learning environments. Therefore, this study assessed the attributes of online and blended learning course environment and the satisfaction of students enrolled in distance and blended learning courses. The correlation between student satisfaction and distance and blended learning was examined in the online and blended learning environment. Assessing student satisfaction facilitates educational institutions for detecting realms for expansion and enhancement of online and blended learning. This study identified factors that can forecast and relate to student satisfaction throughout online and blended learning environments in higher education. The study findings are of significant importance to different stakeholders for manifold reasons. Critical areas will be uncovered in this study and will contribute to local literature on the subject, which can be used by appropriate authorities to improve their educational strategies. Teachers will consider the importance of undertaking studies in ICT and online modes to up-skill their teaching abilities. The finding of this study will reflect the advantage of higher education institutions by offering them essential insights into ICT integrated teaching, which facilitates them in strengthening their programs for dealing with the diverse demands of the COVID-19 pandemic.

In addition, this study will make a significant contribution using its findings by identifying the difference between different groups and their attitudes towards implementing ICT in learning and teaching. Importantly, the findings will be of significant interest to the staff as they will be coordinating with the students and will be able to facilitate their behavior and address online management issues politely. Simultaneously, it will further rebound essential information to educational authorities regarding the advantages of ICT integrated learning, allowing them to encompass them as pedagogical educational reforms. Particularly, they may have to revitalize their curriculum to encompass ICT knowledge in their text at both primary and secondary levels.